1、Unit 3 My friendsStory timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说 goodbye, my friend, hes, shes2. 能听懂、会读、会说日常交际用语 Goodbye, Hes/Shes Hes/Shes my friend.3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话4. 能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友Focus of the lesson and predict
2、ed area of difficulty 教学重点和难点1. 能理解对话内容，用正确的语音语调朗读对话2. 能根据性别的不同，用 Hes/Shes 来介绍自己的朋友3. 能在情境中初步运用本课所学的词汇和日常交际用语与人告别，以及向他人介绍自己的朋友Teaching procedures 教学过程Step 1 Greeting &Warm up 1. GreetingT: Hello, boys and girls.S: Hello, May.T: Nice to meet you.S: Nice to meet you too.2. Sing a songT: Do you like si
3、nging? S: Yes.T: I like singing very much. Lets enjoy a song. OK?S: OK.T: Listen and watch carefully. You may follow it if you want. (教师可选其他有“朋友”主题的歌曲动画播放)T: Do you like the song?S: Yes.T: Right. We saw many friends playing happily in this song. And today we will learn about “Friends”.【设计意图：让学生体会 fr
4、iends 的意思，带动学生在课堂开始时的学习热情，也为下一步学习进行铺垫】Step 2 PresentationT: Boys and girls, today were going to learn “Unit 3 My friends”. (PPT 呈现“Unit 3 My _rien_”) Look at the screen. Can you tell me which letters are missing here?S: F and D.T: Right. Say after me: Friend, My friend.S: Friend, my friend. (学生跟读两遍)
5、T: In the song, I know Tom is Jerrys friend. Minnie is Mickeys friend. Who is your friend?S: is my friend. (请数名学生回答)T: I know who your friend is. Now lets chant about friends. (PPT 呈现儿歌) Follow me, please.Friends, friends, 1-2-3.All my friends are here with me.Youre my friend. Youre my friend.Youre
6、my friend. Youre my friend.S: (Say the chant after the teacher.)T: You did a good job. Lets sing it now. (PPT 播放儿歌视频) You can stand up and sing with the music. If you can, you can also act with the teacher.【设计意图：通过以旧引新的方式教学单词，并渗透发音规律的学习。通过师生真实自然的交流，教学句型 is my friend. 并结合儿歌的说、唱复习所学。 】Step 3 Story tim
7、e1. Watch and answerT: Lets watch the cartoon and find the answers to these two questions:Whos Yang Lings friend?Whos Mikes friend?(播放动画)T: Do you know who Yang Lings friend is?S: Mike.T: Whos Mikes friend?S: Yang Ling.T: Yes, youre right.【设计意图：帮助学生整体感知课文】2. Read and findT: How do you know? Can you
8、read the story again and find the sentences? (读一读，找出介绍朋友的句子)S: (读课文后回答) Shes Yang Ling. Shes my friend. Hes Mike. Hes my friend.T: Wonderful! Say after me. Shes Yang Ling. Hes Mike. (边说边 PPT 呈现句型和人物图片)S: Shes Yang Ling. Hes Mike.T: Can you introduce the students on the screen? (PPT 呈现教材中的人物图片) If yo
9、u have problems, you may discuss with you partners. (放手让学生自主进行小组讨论) S: (四人一组进行介绍)T: Now who can try?S: Shes Yang Ling. Hes Liu Tao. Shes Helen. Hes Wang Bing. Hes Mike. Shes Su Hai.T: Great. Do you find any rules?S: Yes. 男生都是用 Hes，女生都是用 Shes。T: Good job! 【设计意图：引导学生理解故事，并掌握故事中的句型。过程中关注学生自主学习和小组学习能力的培
10、养。 】3. Read the story (1) T: Open your books and read after the tape. Pay attention to the pronunciation and intonation. (让学生仔细听，尽可能地模仿正确的语音语调 )(2) T: Now can you read and act this story in groups? Please have a try. (让学生在小组内分角色读，读出不同角色的感情色彩)【设计意图：通过模仿、朗读和表演故事，进一步复习和巩固所学，并关注学生朗读习惯的培养】Step 4 Introduc
11、e your friendT: Look at the pictures. Hes Daniel. Hes my friend. Shes Yvonne. Shes my friend. (PPT 呈现两张朋友的照片，老师作示范) Can you introduce your friends to your deskmate like this?S: (四人一组练习)A: Good afternoon/Hello/.B: Good afternoon/Hello/.A: How are you?B: Im fine. Thank you.A: This is Shes/Hes my frien
12、d.B: Nice to meet you.C: Nice to meet you too.【设计意图：从故事回归生活，通过同伴间真实自然的交流，综合运用，巩固本课所学。 】Homework 家庭作业1. 听磁带，大声朗读 Story time 五遍。2. 制作朋友卡并和父母进行简单的交流、介绍。Teaching aids 教学准备（含板书设计）教学准备：图字卡、PPT板书设计： Unit 3 My friends说课在本节课导入部分，以歌曲导入新知，让学生通过歌曲Friends动画体会本单元重点单词 friends 的意思，边听边唱的形式不仅能带动学生课堂开始的热情，也为后面的学习进行了铺垫
13、。此部分所用的Friends为迪斯尼神奇英语中的歌曲，教师亦可根据自己的实际需要调整歌曲。接下来通过师生真实自然的交流教学单词 friend 并渗透句型 .is my friend.并通过儿歌Friends的说唱表演让学生进一步巩固所学。边唱边动的形式易于激发三年级学生的学习积极性，此部分所用的儿歌为网络资源，以激发学习兴趣为主，学生会跟唱即可。 在故事学习部分，先通过观看动画，让学生找出 Mike 和 Yang Ling 的好朋友分别是谁，再通过朗读故事找出他们是如何介绍自己好朋友的句子，进而在理解故事的基础上进行本课核心句型的学习。最后从书本回归生活，让学生结合自己的实际情况，向同伴介绍自己的朋友。这一从整体感知、关注细节、学习句型到最后实际运用的学习过程，始终在交流朋友、认识朋友、介绍朋友的Hes . Shes.Hes my friend. Shes my friend.迈克头像 杨玲头像情境中展开，符合学生学习、掌握、运用语言的规律。特别分享：关注学生对课文的整体感知和细节信息的获取关注学生自主学习和小组学习能力的培养关注对话的理解和表演，指导怎样读
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